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Escritas inventadas no Jardim-de-Infância: comparando dois programas de intervenção

dc.contributor.authorAlmeida, Tiago
dc.contributor.authorSilva, C.
dc.date.accessioned2020-02-07T15:45:55Z
dc.date.available2020-02-07T15:45:55Z
dc.date.issued2019
dc.description.abstractThe aim of this study was to compare the effect of two training programs on invented spelling on the quality of written and reading productions. Participated 100 children who could not read or write, distributed by four experimental groups and one of control. Groups 1 and 2 had followed the methodology of Alves Martins, Albuquerque, Salvador e Silva (2013) and groups 3 and 4 the methodology of Ouellette, Sénéchal and Haley (2013). In groups 1 and 3 we used facilitator words whose initial syllable coincides with the name of the letter and in groups 2 and 4 facilitator words whose initial syllable coincides with the sound. Groups 1 and 2 had higher results than groups 3, 4 and control.pt_PT
dc.description.abstractO objetivo deste estudo foicomparar o efeito de dois programas de treino em escritas inventadasna qualidade das produções escritas e leitura.Participaram 100 crianças que não sabiam ler nem escrever, distribuídas por quatrogrupos experimentais e um de controle. Os grupos 1 e 2 seguiram a metodologia de Alves Martins, Albuquerque, Salvador e Silva (2013)e os grupos 3 e 4 a metodologia de Ouellette, Sénéchal e Haley (2013). Nos grupos 1 e 3 utilizaram-se palavras facilitadoras cuja sílaba inicial coincide com o nome da letra e nos grupos 2 e 4 palavras facilitadoras cuja sílaba inicial coincide com o som. Os grupos 1 e 2 tiveram resultados superiores aos grupos 3, 4 e controle.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationPsicologia Escolar e Educacional Doi.:10.1590/2175-35392019012948pt_PT
dc.identifier.doi10.1590/2175-35392019012948pt_PT
dc.identifier.issn2175-3539
dc.identifier.urihttp://hdl.handle.net/10400.12/7384
dc.language.isoporpt_PT
dc.peerreviewedyespt_PT
dc.publisherAssociacao Brasileira de Psicologia Escolar e Educacional (ABRAPEE)pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.subjectPreschoolpt_PT
dc.subjectAlphabetization programspt_PT
dc.subjectReadingpt_PT
dc.subjectEducação Infantilpt_PT
dc.subjectprogramas de alfabetizaçãopt_PT
dc.subjectfases de leiturapt_PT
dc.titleEscritas inventadas no Jardim-de-Infância: comparando dois programas de intervençãopt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceBrasilpt_PT
oaire.citation.titlePsicologia Escolar e Educacionalpt_PT
oaire.citation.volume23pt_PT
person.familyNameAlmeida
person.familyNameSilva
person.givenNameTiago
person.givenNameAna Cristina
person.identifierhttps://scholar.google.pt/citations?hl=pt-PT&user=nEbwLVkAAAAJ
person.identifier.ciencia-id871B-812C-14A9
person.identifier.ciencia-idDB1B-6427-3C24
person.identifier.orcid0000-0002-3557-0623
person.identifier.orcid0000-0001-6238-2663
person.identifier.scopus-author-id25924238600
person.identifier.scopus-author-id55574531100
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication12bff6d0-5044-4649-8dab-9934cddda840
relation.isAuthorOfPublication816d8715-2ac2-4b4b-9685-1693694d6f02
relation.isAuthorOfPublication.latestForDiscovery816d8715-2ac2-4b4b-9685-1693694d6f02

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